Friends Play Pre School

What is it like to attend this early years setting?

Children arrive at the pre-school eager to play with their friends and settle quickly at their chosen activities. Staff greet both children and parents warmly, including in their home languages. Children have good opportunities to make their own choices in play situations. They are learning to manage their feelings. At story time children vote on the book they would like to hear read to them. Children show respect for others and are graceful in defeat when their book is not the chosen one.

Children are curious about their environment. They show excitement when they find a tiny spider and a woodlouse in the garden. Children watch them crawl and staff teach them about their features and size. An inviting and cosy book area motivates children to develop a love of books. Staff read stories enthusiastically. Children listen intently, are captivated by the story and enjoy anticipating what happens next. They excitedly press buttons in books to hear different animal sounds, which they copy enthusiastically as they pretend to be lions and elephants.

Children listen and follow instructions well. For example, they listen carefully to staff to know which part of the body to touch next during a physical exercise activity. They know that when music is played it is time to tidy up. Children are learning the vital skills needed before moving on to their next stage of education.

What does the early years setting do well and what does it need to do better?

• Staff demonstrate that they know their key children well. They understand their level of development and plan activities that help them build on what children know and can do. Staff think about children's interests when creating the environment and the activities they offer.
• Children with special educational needs and/or disabilities are supported very well. Staff are kind and patient. They really take the time to get to know the children and form a deep understanding of their individual personalities and needs. They work closely with families and other agencies involved in the children's lives to ensure children make the best possible progress they can before moving on to school.
• Staff carefully consider children's safety and welfare when accessing the garden area, which is separate from the main building. Staff are deployed well and are vigilant regarding children's whereabouts. They ensure that they have resources with them, such as water and a first-aid kit, to help them consistently meet children's care needs. Children learn to carefully negotiate stairs safely and learn about road safety as they walk across the car park.
• Staff build strong bonds with parents. They keep parents well informed about their children's day at collection time. Children's progress is shared through regular parent consultations, and newsletters help to inform and guide parents on childcare issues. Activity ideas and the book of the term are also shared to support ongoing learning at home. Parents feel that staff are supportive and respect their children's home language when in the pre-school.
• Staff support children to be independent in their self-care. Older children use the toilet independently and dress themselves for outdoor play. Children help staff with small tasks, such as preparing fruit for snack. Children show respect for the rules and routines of the day and their behaviour is good.
• Staff understand the importance of developing children's communication and language. They talk to children as they play, building vocabulary through activities, such as role play. Opportunities to sing songs and read stories consistently happen throughout the day. There are good opportunities for children to see and hear their home language in the pre-school through resources such as books and bilingual staff.
• The small staff team works closely together and is committed to providing a quality provision for all children. Staff share a positive vision for the future. Leaders consider staff's well-being, and they offer staff some professional development opportunities. However, these opportunities are not yet highly focused on developing and supporting staff's teaching skills to the highest level.
• Children are provided with good opportunities to learn and play outdoors. Staff have identified that planned opportunities and resources that support children's large physical movements are an area for development.

What the setting must and should do next

The provider should:

• improve ongoing performance management of staff so that professional development opportunities focus more specifically on developing an expert knowledge of teaching and learning
• strengthen the programme for physical development to provide children with more experiences that consistently promote their large physical play.